Hooked on Reading
By Dennis Van Roekel, President of the National Education Association
It starts early. When we are maybe age three or four or five. When we are young and impressionable. Someone close to us opens a book and reads to us about animals that talk, ghosts that live in haunted castles or pirates in search of buried treasure.
And we are hooked. We can't wait for someone to read us another story that causes our imaginations to run wild. If you've ever shared a book with a child, you know the joy and excitement this small act can bring. It's almost comical how some children want to hear the same story over and over and over — they are so spellbound by it.
Research shows that children who are read to at home have a higher success rate in school and frequently develop stronger reading skills. Reading is the foundation of education.
Unfortunately, too many children have no one to read to them. The National Center for Education Statistics tells us that almost 50 percent of children ages three to five do not get read to on a daily basis. This is staggering.
We at the National Education Association (NEA) are working to change this. We offer a number of resources to help educators improve reading instruction and to help parents develop reading skills in their children. And each year we host Read Across America, an initiative that celebrates reading and literacy and encourages more adults to
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Public Comment Period February 15–March 29
By James G. Cibulka, president, Council for the Accreditation of Educator Preparation
Education reform over the past decades has ushered in changes in standards, assessment, curriculum, and teacher evaluation. Most recently, the focus has turned to teachers and their professional preparation; research has shown that teachers are the most significant in-school influence on student achievement. While education reform is often politicized, the opposing sides share considerable common ground. In the end, those vested in the topic of education reform agree that every student deserves the best teachers and education possible.
The Council for the Accreditation of Education Preparation (CAEP)[i] takes up its responsibilities as the new national accreditor of educator preparation providers at a time of high interest in P-12 student performance and in the capabilities of the education workforce. In this context, accreditation must be a strong lever in shaping educator preparation, assuring the public of the rigor of educator preparation programs.
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It starts early. When we are maybe age three or four or five. When we are young and impressionable. Someone close to us opens a book and reads to us about animals that talk, ghosts that live in haunted castles or pirates in search of buried treasure.And we are hooked. We can't wait for someone to read us another story that causes our imaginations to run wild. If you've ever shared a book with a child, you know the joy and excitement this small act can bring. It's almost comical how some children want to hear the same story over and over and over — they are so spellbound by it.
Research shows that children who are read to at home have a higher success rate in school and frequently develop stronger reading skills. Reading is the foundation of education.
Unfortunately, too many children have no one to read to them. The National Center for Education Statistics tells us that almost 50 percent of children ages three to five do not get read to on a daily basis. This is staggering.
We at the National Education Association (NEA) are working to change this. We offer a number of resources to help educators improve reading instruction and to help parents develop reading skills in their children. And each year we host Read Across America, an initiative that celebrates reading and literacy and encourages more adults to
read more
New Accrediting Body for Educator Preparation Seeks Public Comment on Next Generation of Accreditation Standards and Evidence
Public Comment Period February 15–March 29
By James G. Cibulka, president, Council for the Accreditation of Educator Preparation
Education reform over the past decades has ushered in changes in standards, assessment, curriculum, and teacher evaluation. Most recently, the focus has turned to teachers and their professional preparation; research has shown that teachers are the most significant in-school influence on student achievement. While education reform is often politicized, the opposing sides share considerable common ground. In the end, those vested in the topic of education reform agree that every student deserves the best teachers and education possible.
The Council for the Accreditation of Education Preparation (CAEP)[i] takes up its responsibilities as the new national accreditor of educator preparation providers at a time of high interest in P-12 student performance and in the capabilities of the education workforce. In this context, accreditation must be a strong lever in shaping educator preparation, assuring the public of the rigor of educator preparation programs.
read more
